COMMON CORE
Georgia Performance Standards
English Language Arts and Literacy Grades 3-5
WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS
This session will begin at 3:15 p.m. on Nov. 15, 2011
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
4/13/2015
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
4/13/2015
2
COMMON CORE
Georgia Performance Standards
English Language Arts and Literacy
TRANSITION AND IMPLEMENTATION
Introductory Professional Learning Webinars
STANDARDS: October 3-6, 2011
TEXT COMPLEXITY: October 24-27, 2011
INTEGRATED LEARNING: November 14-17, 2011
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
NOVEMBER 2011
Series one explored the fundamental differences in the standards
ELACC5RL3: Compare and contrast two or more
characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
The LONG and SHORT of it!
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation
of a variety of literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
a. Identifies and analyzes the elements of setting, characterization, and conflict in plot.
b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters,
stage directions) in the plays read, viewed, written, and performed.
c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version.
d. Relates a literary work to information about its setting (historically or culturally).
e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when
responding to literature.
f. Identifies and analyzes the author’s use of dialogue and description.
g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to
understand whether implied or stated.
h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry.
i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme)
ii. Figurative language (e.g., personification, metaphor, simile, hyperbole)
iii. Graphics (i.e., capital letters, line length, stanzas).
i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing
evidence from the text.
j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual
Dr. John D. Barge, State School Superintendent
experiences in an author’s
life.
“Making Education
Work for All Georgians”
k. Identifies common
structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.
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Tools for transition…
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Tools for transition…
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Series two explored text complexity within Common Core…
Text Complexity
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What do we know?
• K-12 Reading texts have seen a decline in
the levels of difficulty over the last halfcentury
• The reading demands of college and
workforce training have held steady or
increased over the past 50 years
• Only between 7% and 15% of elementary
and middle school reading is expository
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Qualitative aspects of text
complexity best measured by an
attentive human reader, such as levels
of meaning or purpose; structure;
language conventionality and clarity;
and knowledge demands
Quantitative
aspects
of text complexity, such as word
length or frequency, sentence
length, and text cohesion, that
are difficult if not impossible for a
human reader to evaluate
efficiently, especially in long
texts, and are thus today
typically measured by computer
software
Reader and task considerations focus on the inherent complexity of text,
reader motivation, knowledge, and experience and the purpose and complexity of the task
at hand. This kind of assessment is best made by teachers employing their professional
judgment.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Text Complexity Rubric
• Intended to assist
educators in evaluating
multiple dimensions of a
text.
• The rubric addressees the
three aspects of text
complexity required for
consideration in Common
Core Appendix B:
qualitative, quantitative,
and reader/task match.
• Each of these three
dimensions includes
specific relevant
categories, each of which
is listed with a short
explanation to assist
users in making the best
possible determination.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Integrated Learning
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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WHAT IS INTEGRATED LEARNING?
Although the standards are divided into strands for clarity, the
processes of communication are closely connected.
Reading comprehension and student writing always require direct
textual evidence for claims, inferences, and analyses. Research and
media skills are blended into the standards as a whole.
To be ready for college, workforce training, and life in a technological
society, students need the ability to gather, comprehend, evaluate,
synthesize, and report on information and ideas, to conduct original
research in order to answer questions or to solve problems.
The need to conduct research and to produce and consume text and
media is embedded into every aspect of today’s curriculum. Similarly,
research and media skills and understandings are embedded
throughout the standards rather than treated in a separate section.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
WHAT IS INTEGRATED LEARNING?
Although the standards are divided into strands for clarity, the
processes of communication are closely connected.
Reading comprehension and student writing always require direct
textual evidence for claims, inferences, and analyses. Research and
media skills are blended into the standards as a whole.
To be ready for college, workforce training, and life in a technological
society, students need the ability to gather, comprehend, evaluate,
synthesize, and report on information and ideas, to conduct original
research in order to answer questions or to solve problems.
The need to conduct research and to produce and consume text and
media is embedded into every aspect of today’s curriculum. Similarly,
research and media skills and understandings are embedded
throughout the standards rather than treated in a separate section.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
BACKWARD DESIGN
THE BIG PICTURE
IDENTIFY DESIRED RESULTS
COLLEGE AND
WORKFORCE READY
DETERMINE ACCEPTABLE EVIDENCE
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
PLAN INSTRUCTION
INTEGRATED
INSTRUCTION BASED ON
PARCC FRAMEWORK
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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As learning - and research about learning - evolves, we are beginning to
understand that meaningful scholarship is really a whole universe of
simultaneous events.
Common Core emphasizes a 21st century classroom that transcends the
idea of teaching standards in isolation and embraces a holistic approach
where reading, writing, listening, speaking, and language are woven
together to engage students with meaningful and relevant lessons.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• Georgia is a governing partner in the PARCC consortium
• States working together to develop a common set of K-12
expectations in English and math
• Anchored in CCR standards what it takes to be ready for
college and careers
• Creating an instructional framework to create a pathway
to college and career readiness by the end of high school,
mark students’ progress toward this goal from 3rd grade
up, and provide teachers with timely information to inform
instruction and provide student support
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
INTEGRATED FRAMEWORKS IN DEVELOPMENT
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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BACKWARD DESIGN
IN UNIT PLANNING
IDENTIFY DESIRED RESULTS
Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
DETERMINE ACCEPTABLE EVIDENCE
EXTENDED TEXT/SHORT TEXTS
ANALYSES: INDV. VS. SOCIETY
GENDER & IDENTITY
PERS AND POL ISSUES IN AMLIT
INDV VS. NATURE
RESEARCH: EVOLUTION OF PERS
RESPONSIBILITY IN US (ETC.)
PLAN INSTRUCTION
RESEARCH
PEER REVIEW
NEWSPAPER
MOCK TRIAL
DEBATE
DRAMATIC PRESENTATION
SOCRATIC SEMINAR
ACADEMIC CONFERENCE
FIELD TRIP (ETC.)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT
NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS
UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS
THIS UNIT HAS A LITERARY FOCUS
BUT WILL INCLUDE INFORMATIONAL TEXTS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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Can this rigorous and complex model work for K-2?
SINGLE CCGPS ENGLISH
LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR HIGH SCHOOL
Moby Dick, Herman Melville
Among the Multitude, Walt
Whitman
To a Stranger, Walt Whitman
Each Life Converges, Emily
Dickinson
Hope Is the Thing with
Feathers, Emily Dickinson
Of All the Souls that Stand,
Emily Dickinson
The Tell Tale Heart, Edgar Allan
Poe
The Fall of the House of Usher,
Edgar Allan Poe
Walden, Henry David Thoreau
(excerpts)
On Civil Disobedience, Henry
David Thoreau
Map of Exploration and
Settlement of North America
1850-1890, Primary Source
Andrew Johnson’s speech on
John Brown’s raid, December
1859, Primary Source
Film: The Last of the Mohicans,
adapted from James Fennimore
Cooper
Oil on Canvas: Various, from
The Landscape of Belief, John
Davis
Oil on Canvas: Various, from
Painting the Dark Side: Art and
the Gothic Imagination in
Nineteenth-Century America,
Sarah Burns
The
Scarlet
Letter
*Journal writing
*Mock news
reporting
*Informal literary
response
*Echo poem
*Biographical
sketch
*Correspondence
*Extended analysis on
the Individual versus
Society in American
Literature of the mid19th century
*Gender and Personal
Identity essay; a
comparison and
contrast of the poetry of
Whitman and Dickinson
*The Personal versus
the Political; a study of
governmental and civic
influences on American
ideas of individuality
and autonomy based
on a close reading of
Thoreau’s Walden.
*The Individual versus
Nature: literary analysis
of the use of imagery
The Last of the
Mohicans (film) as
representative of “the
other” and the unknown
as represented by the
American frontier
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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The Evolution
of Personal
Responsibility
in American
Society: a
study of laws,
politics, and
social mores
of the U.S.
through 1865.
*Journal Writing
*Echo poem
*Biographical
sketch
*Correspondence
*Informal literary
response
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR FIFTH GRADE
Volcano, The Eruption and
Healing of Mount St. Helens,
Patricia Lauber
Volcanoes and Earthquakes,
Susanna Van Rose
Earthquakes! Seymour
Simon
Witness to Disaster, Judy
Fradin
First Response, Aileen
Weintraub
Avalanches, Michele Drohan
Tornadoes, Luke Thompson
Floods, Ann Armbruster
Tsunami, Kimiko Kajikawa
If You Lived at the Time of
the Great San Francisco
Earthquake, Ellen Levine
Vacation Under the Volcano,
Mary Pope Osborne
Web resources- article,
pictures, and news footage
http://www.volcanodiscovery.
com/volcano_news.html
http://volcano.si.edu/reports/
usgs/
http://dsc.discovery.com/con
vergence/pompeii/interactive/
interactive.html
http://video.nationalgeograph
ic.com/video/player/environm
ent/environment-naturaldisasters/volcanoes/volcanoeruptions.html
http://earthquake.usgs.gov/
http://news.blogs.cnn.com/20
11/08/23/quake-hits-nearwashington-d-c/
http://www.exweather.com/n
atural-disasters-newsearthquakes-hurricanesDr.
tsunamis-tornadoes-floods//
•Journal
writing
•Taking notes
from text
•Mock news
reporter
•Disaster
diary
•Reflection
Natural Disasters
that Changed the
World, Rodney
Castleden
ESSAY ONE: Use evidence from
the anchor text to develop a
claim about which disaster you
believe had the greatest lasting
impact (people, land, politics,
etc)
ESSAY TWO: Using evidence
from visual text only (found in
shorter text) analyze the impact
of the devastation on the daily
life of inhabitants (food,
medicine, transportation,
economy, etc.)
ESSAY THREE: Using evidence
from shorter texts compare and
contrast the geological forces at
work in various natural disasters
John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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In a word, yes!
Research One:
How has organized
disaster response
begun and evolved
in modern society
Research Two:
How have natural
disasters changed
the geographical
features of the world
Shadow Poems
•Poetry of human
courage and survival;
original poetry based on
examples
Imagination It Happened
to You: Imagine you
survived a natural
disaster; describe the
experience – how would
you react and what
would be your first
steps?
Descriptive Writing
•Write a descriptive
essay using sensory
detail and imagery to
narrate the unfolding of
an event (e.g., storm
volcano, hurricane )
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Curriculum Maps and Comprehensive
Integrated Unit Frameworks will be
provided for every grade for 2012-2013
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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SUBSCRIBE TODAY!
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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TEACHER GUIDANCE DOCUMENT
FEEDBACK AND REVIEW PROCESS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
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How can we be of service?
Kim Jeffcoat
State Program Coordinator
English Language Arts and Literacy
kjeffcoat@doe.k12.ga.us
Sallie Mills
ELA & Literacy Program Specialist
smills@doe.k12.ga.us
Susan Jacobs
ELA & Literacy Program Specialist
sjacobs@doe.k12.ga.us
Andria Bunner
ELA & Literacy Program Specialist
abunner@doe.k12.ga.us
Angela Baker
Education Technology Specialist
anbaker@doe.k12.ga.us
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Julie Morrill
Literacy Program Specialist
jmorrill@doe.k12.ga.us
Mary Lynn Huie
Gates Literacy Trainer
mhuie@doe.k12.ga.us